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This mixed-methods case study was conducted to gain principal and diversity club advisor insight into the organization of high school diversity clubs. The focus of this study was specifically on advisor qualifications, club resources, and multicultural curriculum. The data collected was derived from five public high schools in a southwestern Wisconsin conference, and included eleven participants. The study was accomplished through two data collection methods: online surveys and interviews. The surveys were analyzed using quantitative analysis, specifically frequency distributions, and open-ended responses were analyzed with in-vivo coding to determine the best follow-up questions to ask in the interview process. Interview questions were all qualitative in nature and were analyzed with in-vivo methods, allowing for the creation of three key themes and four emerging themes. Interview responses coupled with the survey responses indicated principals and advisors did not place much emphasis advisor qualifications. Instead, the organization of the diversity clubs stemmed from resources and curriculum provided to both the club and the advisor of the club. Findings helped provide insight into examples of curriculum, professional development, resources, and funding, and showed a need for further investigation into the most effective practices of diversity clubs in the goal of promoting inclusion and multicultural education.

Case study of southwestern Wisconsin conference high school diversity clubs : advisor qualifications, club resources, and multicultural curriculum